Title: "Ownership%20of%20one's%20text"%20:%20Strategic%20teaching%20in%20French%20for%20Business.
1"Ownership of one's text" Strategic teaching in
French for Business.
- Thérèse Saint Paul, Ph.D
- Murray State University
- CIBER Conference 2001
- San Diego
- therese.saintpaul_at_murraystate.edu
2Teaching Challenge
- Maximize individual performance
- Practice group work
- Group work refers to communication between
student peers/ student and outsiders
(community) with whom student interacts as part
of an activity
- (- motivating)
- ( motivating)
Group work conducive to better learning? Many
factors learning styles/ nature of
tasks Complex issue of learning.
3Presentation
- The focus
- strategically designed activity using student
motivation of having one's own text published on
the web to encourage, enhance, assess,
individual written/oral work within a group
activity.
4Teaching objectives
- 1. Create a Fun, challenging learning context
- 2. Encourage and maintain individual work while
retaining the cooperation dynamism of a group
activity. - 3. Encourage the learning objectives of (French
for Business) course and of language learning in
general. - 4. Create an effective transfer of learning
responsibility between Teacher and Student.
5Plan
- I. Activity description and goals
- II. Pedagogical aspects
- Strategic
- learning/teaching
- III. Conclusions
6I. Activity
- 1-Class, level
- 2-Assignment, implementation, evaluation
- 3-Applicability
- 4-Objectives
- 5-Description illustration
71- Class, level.
- 1.1 Course
- French for Business and Culture
- 1.2. Level average intermediate high
- 1.3. Timing 1/3 way into the semester
- - project spans over several weeks
82-2- Assignment, implementation, evaluation
- Guidelines see Course Web site.
- Preliminary activities
- Project set up as a three-point task clearly
defined. - Individual work
- 1--Each student interviews a French entrepreneur
or French-owned US local company - 2--Writes a report in a bilingual format which is
published online advertisement-type brochure
sent to the Franco-American Chamber of Commerce,
the French Consulate etc. http//www.lamc.utexas.e
du/sp/project1.html - http//ccat.sas.upenn.edu/plc/french/ffbcourse.ht
ml - Group work
- 3--Students share their reports in groups and
create fictitious company profiles, which will
later serve as a basis for a role-play.
http//www.lamc.utexas.edu/sp/project2a.html
9- Projet Interview with French Entrepreneurs
- References on website Models Entrepreneurs
List - Introduction
- You are going to select one "entrepreneur" from
the list. - These are business people from France or from
another French-speaking country (Belgium, Quebec)
who started a business of their own in this
region of the USA. - Objectives
- The aim of this exercise is to provide you with
an opportunity to communicate in French, in an
authentic business context. You will interview
the entrepreneur of your choice according to the
guidelines below. - Your written report will be published on this
French for Business site and sent to - the
(Franco-American) Chambers of Commerce - - the French Consulate other
organizations.
10- Guidelines/lignes directives...
- Reports oral report (5 min) in French, in
class - written report (in
French/EnglishPICTURE to scan) . - Call and arrange a visit
- -Follow politeness guidelines on the telephone
- (see course section on "Phrases-clé" au
téléphone) - - Call first and introduce yourself
in French. - - Explain the purpose of your call
(in French). - - Explain the purpose of the
activity. - --gtProject will give visibility to the company
etc... - - Set up a visit and interview the person
- IMPORTANT
- Ask for business card/ brochure/documentation
- Remercier poliment!
-
11- Questionnaire
- Nom et fonction de la personne
interrogée? - Nom de l'entreprise/de la société?
Statut juridique ici aux USA? - Secteur d'activité principale?
- ex. De quel type d'entreprise s'agit
- il? Service? Fabrication? Produit? - Histoire de l'entreprise? Organisation?
- ex. Depuis quand est-elle installée
aux USA? - Combien y-a-t-il d'employés?(Cadres? Autres?)
- Pourquoi cette région des USA?
- Fournisseurs?
- Distribution?
- Clientèle?
- Remarques sur les différences
interculturelles (France-USA) - Contacts avec l'étranger (expliquer?)
- Publicité site internet?
- Rappel vocabulaire Les PME ont un directeur
les G.E ont un PDG. Le directeur peut être le
patron (owner) ou le gérant (manager) et il gère
l'entreprise. -
123. Applicability
- can also be used in immersion courses,
- in country.
134. Objectives of the activity
144.1. Promote learning objectives of French For
Business course
4.2. Promote the Five Cs of foreign language
education. Communication-Cultures-Connections-Com
parisons-Communities Knowing how, when, and
why to say what to whom. National Standards for
Foreign Language Education. A collaborative
Project of ACTFL, AATF, AATSP, ACL, ACTR, CLASS
etc. 5 Goals 11 Standards
http//www.actfl.org/
15The Activity targets the following objectives
16-
- Learning objectives of French For Business
French language,business,culture - 1. activate business terminology in the target
language. - 2. encourages the development of cross-cultural
awareness in business situations - 3. provide exposure to French business facts.
- 4. provides an opportunity for authentic
immersion in French and in business and cultural
issues. - PRACTICAL outcome Certificat Pratique CCIP.
- ACTFL Five Cs standards
- 1-Communication 1.1, Engage in conversation,
provide and obtain information, exchange opinions - 2.-Cultures, 2.2 Understanding relationships
between products and perspectives of the culture - 3- Connections 3.1 /3.2 knowledge of other
disciplines through the foreign
language/distinctive viewpoints - 4- Comparisons 4.1 Insight into language and
Culture - 5- Communities 5.1 students use the language
within beyond the classroom)
174.3. Characteristics of Activity
- a. Focal point of semester
- integrated in course work
- preceded by preparation work and
- followed by group activity Trade Show role
play - b. Strategy for optimizing the learning process
of new material language and content. - tests the sum of student learning
- provides student learning outside class
- empowers students with own learning
- creates situation for peer learning/monitoring/eva
luation
18 5. Description illustration
19Preparation work understanding French ads
FFB objective 1. activate business terminology
in the target language.
- Evian
- Questions
- 1. Ceci est une publicité pour
- de l'eau ?
- -des bouteilles en plastique?
- -un emballage recyclable?
- (justifiez votre réponse)
- 2.Ouvrez le site EVIAN.
- a-Trouvez le nom du Groupe
- auquel Evian appartient et le nom de
- son PDG.
- b-Trouvez la raison sociale complète
- d'Evian.
- Text
20French Text (Evian picture) 90 des utilisateurs
ont définitivement adopté ce geste. Et vous?
Exclusif et révolutionnaire, le sytème REC
(réduction des emballages par compression)
étonne par sa simplicité et son efficacité une
simple pression des deux mains et hop, la
bouteille compactible d'Evian se réduit à 1/4 de
son volume et fini les poubelles qui débordent!
Alors, vous aussi, essayez-le, vous gagnerez de
la place et en plus, vous ferez un geste pour
notre espace. Can you translate this? (into
English) English text Evian Packaging
Evian has invested 40 million in designing a
new bottle with sculpted impressions emphasizing
the spring water's source, the French Alps. The
bottle's stylized "peaks" are really fold lines
that make the bottle completely collapsible, an
advantage for recycling and a novelty in the
packaging industry. Consumers will find the new
bottle on grocery shelves. Can you translate
this? (into French)
FFB goals Actfl Standards targeted 2.2-Cultures,
Understanding relationships between products and
perspectives of the culture 3.1- Connections
knowledge of other disciplines through the
foreign language/ 3.2. distinctive viewpoints.
4.1- Comparisons Insight into language and
cultural differences.
21Preparation work creating ads in French
- Babybel
- Inventez un slogan. Créez un texte publicitaire
qui comprend les indications suivantes. - Vocabulaire à employer
- 200g
- Faire envie
- 35 de matières grasses
- à pâte pressée demi-cuite
- haute qualité
22Student texts
- Web page texts
- http//www.lamc.utexas.edu/sp/activities.html
- Computerized feedback-evaluation by peers
- gt http//www.lamc.utexas.edu/sp.ads.fgcicheese
- http//www.lamc.utexas.edu/sp/project1.html
- http//ccat.sas.upenn.edu/plc/french/ffbcourse.htm
l
23(No Transcript)
24La Cigale Café Français
par R. Haegler
ACTFL standards Communication 1.1 Engage in
conversation, provide and obtain information,
exchange opinions Cultures 2.2 Understanding
relationships between products and perspectives
of the culture Communities 5.1 Students use the
language beyond the classroom
- Venez déguster dexcellents sandwiches, salades
et cafés français dans un décor provençal. - Laissez-vous charmer par son atmosphère
authentique et chaleureuse au coeur de
conversations franco-anglaises. - Imaginez-vous en France lombre dun instant et
oubliez tous vos soucis avant de poursuivre votre
route à Philadelphie. - La Cigale, létape essentielle de tout
francophone ou francophile de Philadelphie qui se
respecte! - 725 Walnut St., Philadelphie, PA 19106 -- Tél.
(215) 625-3666
- La Cigale, French Café
- Come enjoy excellent sandwiches, salads, and
French coffee in a typical southern France
atmosphere. Be charmed by its - genuine and warm atmosphere in the middle of
conversations in French and English. Let's
imagine you are in France for just a moment,
relax, and forget about all your worries! - La Cigale is the place to go for lovers of
France (and of its food)! - 725 Walnut St., Philadelphia, PA 19106 -- Phone
(215) 625-3666
25 La Terrace, par Edina G
- La Terrace, a French restaurant in Philadelphias
University City, was founded in 1966. After more
than 20 years of success, La Terrace had to close
its doors for nine years. Billy Hoffman worked
with the University of Pennsylvania for La
Terraces reopening. Today, the restaurant
continues to enjoy wide success with a diverse
clientele. Of course, the University of
Pennsylvanias professors, staff and students
come to eat at the restaurant, but La Terrace
also attracts the Hospital of the University of
Pennsylvanias personnel as regular customers as
well. Even Philadelphians from center city and
the main line come to dine at La Terrace. André
J. P. Guillet, the manager, and Clark Gilbert,
the chef, invite you to try La Terraces
delicious courses, all offered at reasonable
prices. The restaurant has a wine cellar filled
with wines from around the world and receives
daily deliveries of meat, fish, vegetables and
bread.
- Un restaurant français dans le quartier
dUniversity City de Philadelphie, a été fondé en
1966. Après plus de vingt ans de succès, la
Terrace a dû fermer ses portes pendant neuf ans.
Billy Hoffman a travaillé avec lUniversité de
Pennsylvanie pour la - reouverture de La Terrace qui fut en mai 1997.
Aujourdhui, le restaurant continue à avoir un
immense succès avec une clientèle de tous les
âges. Bien sûr, les professeurs et les étudiants
de lUniversité de Pennsylvanie viennent manger
au - restaurant, mais La Terrace attire aussi les
docteurs et membres du personnel de lHôpital de
lUniversité de Pennsylvanie. Même des
Philadelphiens du centre ville et des banlieues
viennent pour déjeuner et dîner à la Terrace.
André J. P. Guillet, le gérant, et Clark Gilbert,
le chef, vous invitent à savourer les plats de La
Terrace si délicieux à des prix vraiment
raisonnables. - Le restaurant a une cave remplie de vins du monde
entier et reçoit des livraisons de viandes,
poissons, légumes et du pain - tous les jours.
ACTFL standards Comparisons 4.1 Understanding of
the nature of language through comparisons of
language studied and own.
26 Celis Brewery
Interview with Pierre Celis, chez Celis
Brewery by David J. Le
Pierre Celis est venu à Austin en 1990 avec
le but de brasser sa propre bière à la
façon belge. M. Celis a acheté neuf acres au
nord-est de Austin pour y installer sa
brasserie, la Celis Brewery. Aujourd'hui, la
société Celis Brewery est une des brasseries
les plus connues au Texas, produisant plus de
cinq types de bière, toutes dans le style
belge. Né en 1925 en Belgique à
Hoegaarden, une ville connue pour ses
nombreuses petites brasseries, Pierre Celis
a été initié très jeune à la culture et à
l'art de brasser... Durant sa jeunesse,
Celis a eu la chance d'habiter juste à côté
de la brasserie Tomsin. Comme le jeune
Celis montrait un intérêt dans ce domaine
et comme les propriétaires de la brasserie
Tomsin n'avaient pas d'enfants, en 1935
Celis a commencé un apprentissage non
officiel chez Tomsin, pour apprendre à
brasser la bière blanche qui était une tradition
à Hoegaarden depuis des siècles. ()
ACTFL Standards FFBusiness objectives 1.
activate business terminology in the target
language. 2. encourage development of
cross-cultural awareness in Business issues 3.
provide exposure to French business facts. 4.
provides an opportunity for authentic immersion
in French and in business and cultural issues.
27ACTFLStandards Connections 3.2. Recognize
distinctive viewpoints Comparisons 4.2 Insight
into language and culture different patterns of
interaction.FFB encourage the development of
cross-cultural awareness in business situations.
- () Celis attribue son succès à la qualité et au
goût unique de ses bières ainsi qu' à leur
marketing. Il faut connaître le marché, dit
Celis, et reconnaître les différences
culturelles. Celis a remarqué par exemple que la
façon de faire de la publicité pour des produits
n'est pas la même aux Etats-Unis qu'en Belgique.
Il note que quoique la qualité joue un rôle
important en Amérique, c'est plutôt la publicité
de masse qui influence les ventes alors qu'en
Belgique c'est le contraire. La qualité de la
bière prédomine et la connaissance de la bière se
propage de bouche-à-oreille. Pour arriver à ce
but, Celis Brewery fait des publicités à la radio
et ouvre ses portes au public et organise des
tours de la brasserie. ()
- Celis says his success is due to the high quality
and unique taste of his beers and to their
marketing. One must know the market says Celis
and be aware of cultural differences . He noted
e.g. that the way advertising is done in the
United States is different from back home in
Europe. Though quality is important in the
States, it is rather mass advertising that
impacts the sales whereas in Belgium it is the
contrary. The quality of the beer predominates
and the beer gains its reputation by word of
mouth. To gain popularity Celis Brewery
advertises on the radio and organizes tours of
his brewery.
28- Web page interview reports
- Sent to Chamber of Commerce/ Franco-American
Chamber of Commerce - Consulates
- Individual businesses as hardcopies Brochure of
French Entrepreneurs List (from the area) - Evaluation of web page entries
- by peers/outsiders/teacher
29(No Transcript)
30Follow up group activity role play
- Create your company
- Logo/slogan/label
- Pub/ brochure
- Advertising Text
- explaining who you are/
- what you do.
- Business cards
- Prepare a Trade Show
31Role Play Trade Show. http//www.lamc.ute
xas.edu/sp/project2a.html
- ACTFL Standards, the 5 C FFB objectives
Language-Business-Culture - 1. activate business terminology in the target
language. - 2. encourage the development of cross-cultural
awareness - 3. provide exposure to French business facts.
- 4. provides an opportunity for communication/immer
sion in French business and cultural issues.
32II. Pedagogical aspects of activity
designStrategic teaching
- Integrating
- elements of strategic learning
- and web technology
- in order to
- enhance individual learning within a group
activity.
33Definitions
- a. Strategic learning
- motivation/ goal setting/cooperative
learning/self-peer motivation, self-regulation
(Weinstein C. E.Strategic Learning/Strategic
teaching Flip sides of a coin in Student
Motivation, Cognition, and Learning Essays in
Honor of Wilbert J.Mc Keachie (1994), P.R
Pintrich, D.R. Brown C.E. Weinstein (eds)
L.Erlbaum Associates Publishing Hilsdale, N.J.) - Implies of the part of the student
- Will, skill and self-control
- Assumes
- Student maturity, invention,
- self-organization
34b. Strategic teachingflip side of strategic
learning
- In a learner-centered pedagogy, the role of the
teacher is to facilitate active and personalized
learning. (Reagan Fosnot, L. L. Muyskens , J.
A) - Strategic teaching
- generate motivation,
- set goals clearly,
- promote self-regulation of learning
- foster cooperative learning (self/peer-monitoring)
- 4 criteria
35C. Use of web technology
Laurillard Teachers duty set parameters for
student learning.
- Danger of resource-based learningdereliction
of teachers duty? (Laurillard, D. Rethinking
University Teaching. Framework for the effective
use of Educational Technology, Routledge ( 1996
3rd) - Benefits of web technology
- one -point stop for guidelines (tasks and goals
clear), information (and internet resources).
Ludic and attractive (impacts motivation).
Flexible to students needs. - interactive, provides a feedback. Student sends
message to the outside world by means of a
published text and the world responds back to the
student (evaluation). - mediates communication between the teacher, the
student and group (peers /outside world).
36- III. Conclusions
- The activity meets 4 criteria of strategic
teaching - Web page guidelines
- set learning goals clearly
- Individual interviews web-reports, the
preparatory work (ads) and follow up,
generated and sustained - motivation
- self-monitoring and regulation of learning. Will
to understand be understood encouraged accuracy
(language/content) . - fostered cooperative learning. Will to
communicate information1. in interaction between
student and interviewee 2. peer-group sharing
(role play activity) resulted in creations of
companies for a Trade Show.
37Whole project, example of
- Motivated individual performance authentic,
meaningful group communication - Promoted
- the objectives for Language Learning and French
for Business in particular - new paths for learning
- peer learning and outside agents (i. e., learning
from non-university environment). - Milton Cox.Emerging Trends in College teaching
for the 21st century.", The Teaching Network,
181-2) - Webpage alternative communication medium
between teacher, student and outside world. - Effective transfer of learning responsibility
between teacher and student. - Created a fun, challenging learning context.
38 - " I was so exhilarated when I saw my name appear
next to my article on the web! - For once I was famous" (student remark).
- ___________________________
39Bibliography
- Fosnot, C. T. Constructivism A psychological
theory of learning. In C. Fosnot (ed.)
Constructivism Theory, Perspectives, and
Practice. (N. Y Teachers College Press). 1996
29-30 - Gonglewski, M. FLA, 32, pp. 349sq. (1999)
- Harlow , L. L. Muyskens , J. A. "Priorities for
intermediate-level language instruction" Modern
Language Journal , 78 (2) 1994 141-54. - Laurillard, D. Rethinking University Teaching.
Framework for the effective use of Educational
Technology, Routledge ( 1996 3rd) - Milton Cox.Emerging Trends in College teaching
for the 21st century.", The Teaching Network, 18 - Weinstein, C. E.Strategic Learning/Strategic
teaching Flip sides of a coin in Student
Motivation, Cognition, and Learning Essays in
Honor of Wilbert J.Mc Keachie (1994), P.R
Pintrich, D.R. Brown C.E. Weinstein (eds)
L.Erlbaum Associates Publishing Hilsdale, N.J.\ - National Standards for Foreign Language
Education www.actfl.org - Reagan, T. Constructivist Epistemology and
Second/Foreign Language Pedagogy, FLA, 32 (4)
1999 413-425. - Wood, Priscilla. Who is using the National
Foreign Language Standards? FLA, 32 (4) 1999
435-440